Challenger TAFE | Annual Report 2006 - Parliament of Western ...

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40 Challenger TAFE | Annual Report 2006 Source: 2006 Student Satisfaction Survey: (The Western Australian Department of Education and Training contracted Colmar Brunton Intelligence to conduct the surveys at all Western Australian TAFE Colleges). Methodology: The 2006 Student Satisfaction Survey was conducted as a two-stage mail out to Challenger Students, augmented with an on-line facility. The WA data was increased with the use of Computer Assisted Telephone Interviewing in areas exhibiting low response rates. A prize draw was used as an incentive to encourage a higher level of response. As in prior years, the results were weighted to overcome sampling error and were based on the satisfaction levels of students who were enrolled in publicly funded courses at either a TAFE College or a publicly funded private training institution in semester one or semester two of 2006. Two surveys instruments were used, one focused on the needs of enterprise-based students and the other on those of institution based students. Derivation: The performance indicator was calculated using the collective responses to a question that was in common to both survey instruments and which asked students about their level of satisfaction with their course at the TAFE College or private institution in which they had been or were enrolled in 2006. Explanation: The satisfaction rating for Challenger TAFE was at the 85% level, performing slightly below an overall State performance average of 86%. The change from 2005 was very positive however Challenger TAFE satisfaction levels continue to be lower than State measures. Statistical Details: Of the potential population of 9025 students, 7017 individual students were contacted. The usable sample number achieved was 1337 being a 19% response rate. The sampling error for the survey of Challenger TAFE students was +/- 2.00% at the 95% confi dence level. OVERALL STUDENT SATISFACTION WITH COURSE (DEPARTMENT OF EDUCATION SCIENCE AND TRAINING SCOPE ONLY) In 2006, a student satisfaction measure based on graduate outcomes was not made available from the Department of Education Science and Training. This is a biennial measure, due again in 2007. Collated results from the study evaluation process continue to show high levels of satisfaction of students. The following graphs are representation of the process and outcomes. PERFORMANCE INDICATORS FOR EFFECTIVENESS GRADUATE SATISFACTION In the 2005 survey of 2004 graduates, all the graduates surveyed had completed their course with a VET provider and had an Australian address as their usual address. In 2005, the survey collected key information on the employment status of graduates, further study destinations and satisfaction with their training program of graduates in each Australian State and territory, who successfully completed a vocational education and training (VET) award during 2004. Hobby, recreational and short courses were excluded from the survey. The same questionnaire was sent to graduates and module completers in a stratifi ed randomly selected sample. In previous years in Western Australia, the survey was based on a census. Because the survey was undertaken as a sample rather than a census, responses were weighted to the total population of graduates. One of the effects of weighting data is that proportions are based on the population rather than on the actual number of responses. For instance, the survey shows that 50% of VET graduates at the national level were female. In contrast, the actual proportion of female VET graduates who responded was 59%. The survey was conducted by I-view on behalf of the National Centre for Vocational Education Research (NCVER). . All the graduates surveyed had completed their course with a VET provider and had an Australian address as their usual address Graduate Satisfaction In data collection in previous years, achieved or partly achieved their main purpose in studying have been reported together using actual number of responses. In 2005, once again, achieved or partly achieved their main purpose in studying were reported together. Rather than based on actual numbers of responses, the percentages were weighted to refl ect the total population. Trend data was expressed in percentages only and the source data differed from that available in previous years.
Challenger TAFE | Annual Report 2006 41 The percentage of Challenger respondents who indicated that they achieved or partly achieved their main purpose in studying increased by 2.3% on the previous measure taken in 2003. This is one indicator of the students’ degree of satisfaction with their training program and its relevance. In 2005, 81% of Challenger TAFE’s graduates (compared with 84% of Western Australian TAFE graduates and 86% of Australian TAFE graduates) achieved or partly achieved their main reason for studying. 72% of the student weighted population indicated their main reason for studying was employment-related, a decrease of 1.17% on the previous measure completed in 2003 on the 2002 cohort. Within that response, the most frequently given single reason was: to get a job (24%) to improve general education skills (14%) the skills being a requirement of the job (12%) and requiring extra skills (12%). 31% of the respondents identifi ed that they had sought to improve their work circumstances through a different career or extra skills or a better job or promotion and 6% indicated that their reasons included improving skills for starting or building their own business. Methodology: The measures were drawn from the survey report titled “Student Outcomes Survey Western Australian Institute Report for Challenger TAFE November 2005” that provides comparative data on an institution, State and national basis. Derivation: In each of the Student Outcomes Surveys (previously called Graduate Destination Surveys) conducted since 1997, the same question regarding the main reason for doing the course was asked of graduates and the same rating scale used enabling maintenance of trend data to 2003. To 2003, the measure was re-based and refl ected as a percentage of those who answered “Yes” or “Partly” as a proportion of all those who gave a valid response to the question. In 2005 the exact number of respondents was not available and results were provided as weighted samples. Statistical Details: A weighted sample of 760 Challenger TAFE graduates responded to a question about whether they achieved their main reason for undertaking a course. The estimated Challenger graduate student population was 5339. A standard error measure was provided based on the response population for each question. The standard error was +/- 2.6 with a confi dence level of 95%. Explanation: The results indicated that most TAFE graduates, including those from Challenger TAFE, were studying for vocational reasons in 2004 and the majority of these students sought to get a job. Note that national data on graduate satisfaction was not available prior to 2000 nor in 2004 based on the 2003 graduate population nor 2006 based on the 2005 graduate population. The lower result for Challenger TAFE compared with the state and national fi gures may relate to an older profi le for its students. Older graduates experience less success when seeking their desired employment. Challenger TAFE’s Internal measures of levels of student satisfaction remains very high. Please see Figure 8.17 Table 8.8: Graduates Achievement of Main Reason for Study 2001-2005 2001 2002 2003 2004 2005 Challenger TAFE 77.99% 81.16% 79.70% N/A 81.00% Western Australia 76.33% 76.98% 77.96% N/A 84.00% Australia 78.96% 77.98% 78.80% N/A 86.00% Table 8.9: Graduates’ Main Reasons for Study 1999-2005 Graduates’ Main Reasons for Study 1999 2000 2001 2002 2003 2004 2005 Employment- related 73.60% 73.60% 71.50% 71.30% 73.17% N/A* 72.00% To enter further study 9.30% 9.80% 10.00% 9.10% 9.20% N/A* 9.00% Personal or Interest 13.90% 14.10% 12.70% 16.80% 14.98% N/A* 19.00% Other Reasons or Unknown 3.20% 2.50% 5.80% 2.70% 2.65% N/A*
Page 1 and 2: Challenger TAFE | Annual Report 200
Page 3 and 4: The Hon Mark McGowan Minister for E
Page 5 and 6: CONTENTS Challenger TAFE | Annual R
Page 7 and 8: CHALLENGER TAFE IN WESTERN AUSTRALI
Page 9 and 10: 7 Kadadjiny Mia - Centre for Aborig
Page 13 and 14: CHAPTER 2 - BETTER PLANNING: BETTER
Page 15 and 16: 2.3 The Environment From State Goal
Page 17 and 18: CHAPTER 3 - KEY PRIORITIES FOR TAFE
Page 19 and 20: CHAPTER 4 - CHAIRPERSON’S REPORT
Page 27 and 28: CHAPTER 7 - OVERVIEW OF OPERATIONS
Page 29 and 30: Table 7.2 All delivery 2006 by fund
Page 31 and 32: INDEPENDENT AUDIT OPINION To the Pa
Page 33 and 34: Key Performance Indicators Challeng
Page 35 and 36: Figure 8.2: Cost per SCH 2002-2006
Page 37 and 38: Figure 8.4: Targeted Profi le Achie
Page 39: Challenger TAFE | Annual Report 200
Page 43 and 44: Figure 8.11: Graduate Labour Market
Page 45 and 46: Figure 8.13 Profi le to Non-Profi l
Page 47 and 48: Table 8.18 Total Indigenous Student
Page 49 and 50: Figure 8.22 Comparison of Customer
Page 51 and 52: CHAPTER 9 - MANAGEMENT STRUCTURE 9.
Page 57 and 58: CHAPTER 10 - CUSTOMER FOCUS Challen
Page 59 and 60: 10.1.1.1 CareerConnect, Jan-Nov 200
Page 63 and 64: CHAPTER 11. OUTPUT REPORTS Challeng
Page 75 and 76: CHAPTER 12 - STATEMENT OF COMPLIANC
Page 83 and 84: FINANCIAL STATEMENTS CHALLENGER TAF
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